Onset of disability in Tanzanian higher education: collaborative insights for inclusion strategies

Abstract

This study examined the onset of disabilities among students in higher education, focusing on prevalence, gender patterns and contributing factors. Data were collected from 102 students with disabilities at two institutions using a structured questionnaire. Findings indicate that most students acquired disabilities during primary or secondary school, while a smaller proportion were born with impairments. Gender differences emerged, with female students more likely to acquire disabilities later in life, and male students more often born with disabilities. Contributory factors include health conditions, accidents, medication effects and environmental factors. Framed within a social and rights-based understanding of disability, the study highlights the need for early identification, awareness programs and gender-sensitive interventions in educational settings. Collaboration between schools and healthcare providers is essential to create inclusive environments that address both medical and structural determinants of disability.